Download - Society for General Microbiology

National
Subject
Profile
for
higher
education
programmes
in
microbiology
The Higher Education Academy
recently launched a landmark
series of National Subject
Profiles, researched and written
by the Academy’s Subject
Centres. Informed by discipline
communities and practitioners, each
Profile provides an evidence-based
overview of higher education provision
in a specific discipline, summarizing the
range of learning experiences available
and highlighting areas for development.
Two Profiles were produced
by the HEA Centre for Bioscience –
Microbiology and Biochemistry.
Each Profile was managed by a
panel comprising representatives
from academia, employers, students
and learned societies. Sue Assinder
(SGM Education Officer) chaired the
Microbiology panel and Janet Hurst
was a member to represent the various
microbiology learned societies. The
panel used data in the public domain
where this was available (e.g. centrally
published by funding councils and the
results of the National Student Survey).
Where new data were required, the
panel was grateful for the help of SGM
representatives in several academic
departments who provided information
about their programmes and also
allowed their students to be surveyed
about their learning experiences. The
panel also made use of data collected
by the SGM, such as the degree
programmes followed by winners of
SGM undergraduate prizes.
The Profile reviews current provision
in relation to the historical
development of microbiology as a teaching discipline
and its significance for society, for the economy and on
research in other biosciences. It details the current range
of higher education undergraduate and taught postgraduate
programmes, including their curriculum content and
the key teaching, learning and assessment patterns. Data
are presented on trends in staffing profiles, student entry
profiles, student numbers and graduate destinations. There
are also some baseline comparisons with other countries,
including models of provision elsewhere and transferability
of qualifications.
A key message is that students wishing to study microbiology
at university are offered programmes that are
exciting, relevant and diverse in their approaches to teaching,
learning and assessment. The nature of undergraduate
provision is very varied, and this enables students to choose
a programme that meets their needs in terms of teaching
and assessment methods used, support provided, options
available and specialisms taught. Although there has been
concern in the sector in recent years about the decrease in
the number of ‘named’ microbiology programmes on offer,
the Profile shows that large numbers of undergraduate
students are still being exposed to a substantial amount
of microbiology teaching. Although any loss of ‘named’
programmes is to be regretted from the perspective of
maintaining the profile of the discipline, the Profile provides
reassuring data about the number of students graduating
with the relevant microbiological knowledge. Data on
graduate destinations show that microbiology degrees
provide entry to fascinating and varied careers both within
and outside the biosciences.
The microbiology students surveyed were generally very
positive about their experiences. Most reported that their
lecturers were enthusiastic, that their practical and generic
skills had been developed effectively and that they would
recommend their degree programme to others. They were
more negative about aspects flagged nationally as concerns
in the annual National Student Survey, such as feedback,
career guidance and availability of relevant work experience.
Against this largely positive backdrop, the evidence
presented in the Profile highlights important educational and
intellectual issues. These include the need for the curriculum
to reflect the societal and economic impacts of microbiology
and to keep pace with the rapid expansion of knowledge
in this field. Alongside this, programmes must meet the
needs and support the career aspirations of all students
by achieving an appropriate balance between disciplinespecific
knowledge and transferable skills. And, crucially,
students must have adequate opportunities to develop skills
in practical microbiology, including wherever possible the
availability of laboratory-based final year research projects.
These are highlighted as priority areas for future development
by the HEA Centre for Bioscience.
Resource issues are also emphasized, including the need
for adequate funding per student to support a laboratoryintensive
experience and the availability of appropriate
teaching space. Attention is also drawn to the tensions often
faced by academic staff when dividing their time between
research and teaching, and the recognition of the latter as
an appropriate career option.
Those involved in producing the Microbiology Profile
hope that it will be a useful reference for both academics and
students, together with a wide range of other groups such
as employers, careers advisors and prospective applicants.
It is a starting point for discussion about how university
microbiology programmes can best meet the needs of both
students and employers and ensure a continued flow of
microbiology graduates that is commensurate with the
demands of the UK economy. It gives academic departments
information from which to reflect on the appropriateness of
their own programmes and provides a foundation that can
be updated periodically to enable continual enhancement of
the student learning experience.
The Microbiology and Biochemistry Profiles can be
downloaded from the website of the HEA Centre for
Bioscience (www.bioscience.heacademy.ac.uk/events/themes/
sled.aspx).
Sue Assinder
SGM Education Officer
196 microbiology today nov 08 microbiology today nov 08 197